Category: Religious education

A letter about learning and experience

Dear Mark,

In my last letter, I outlined a possible theology that might relate to religious education, and religious experience more broadly. In this letter, I’m going to start with a description of some real-life religious education, and then get into some thoughts about education and experience.

 

A couple of Sundays ago, I was helping out with our summer Sunday school program. We had a dozen kids ranging in age from not-quite-five to thirteen, as well as four adults. Our plan was to walk over to Mitchell Park, a city park right behind our congregation’s campus, play on the play structures, have snack, and return. This was in service of the first of our four big educational goals: we want children to have fun and feel they are part of a community.

On the walk to the park, Edie, our lead teacher, set off in front and the rest of us followed. We got to the nearest set of play structures in the park, and some children went to the swing set, while others climbed on the oddly shaped climbing structure, and a couple of children stayed next to a large tree. Mitsuru, who is about 8, climbed up the tree a few feet, and when he was close to my height, we chatted for a while until he got bored and climbed back down. (1) Pretty soon all the children were bored, and we all decided to go over to the farther play area, which has many more things to play on and is much more fun.

As we walked over, I fell into conversation with Rose, who is thirteen. Some of the little kids were talking about sports so I asked Rose if she was involved in any sport. She said, “Only if you count horseback riding as a sport.” I said that I did, and that my older sister was an avid horsewoman. She told me how she gets to ride when she visits a cousin who lives far away, but has no place to ride nearby. I told her about a college that has horses, and lets you take horseback riding for physical education credit. And by this time we were at the farther play area.

(By now you might be saying: What a long description of seemingly trivial conversations! But it is experiences of these seemingly trivial conversations that build networks of relationships between people, that help us fulfill our first big educational goal — to have fun and build community. In order to reach this goal, we are not using root-tree model of learning here, we’re using a rhizome model — we’re not trying to nurture one deep tap root, we’re trying to nurture lots on interconnections.) Continue reading “A letter about learning and experience”

Ron Hargis, an obscure religious educator

The story of Ron Hargis, the minister of religious education at the Unitarian Universalist Church of Palo Alto (then called the Palo Alto Unitarian Church) from 1971-1977, offers an interesting insight into the changes facing congregations in the 1970s, particularly the decline in the number of children, and the emergence of new educational approaches.

Ronald Irving Hargis was born on May 26, 1924, in Battle Creek, Michigan. His father was Gerald C. Hargis (b. Aug. 18, 1896 in Des Moines, Iowa), and his mother was Marian Adelle Howard (b. Mar. 25, 1893 in Newark, New Jersey). I know little about his childhood except that he apparently was raised a Seventh Day Baptist; this denomination observes the sabbath on Saturday.

Hargis received an A.B. from Western Michigan University. He then moved to Connecticut, where he received a B.D. (1949) and an M.A. (1950) from Hartford Seminary Foundation. He did a student pastorate from 1948-1950 in Waterford, Conn. This congregation was founded in 1784, according to the Seventh Day Baptist General Conference Web site [http://www.seventhdaybaptist.org/content/churches accessed 12 June 2013 13:25 PDT] Then from 1950-1952, Hargis served as the Executive Secretary in Religious Education of the Seventh Day Baptist denomination. Continue reading “Ron Hargis, an obscure religious educator”

Portrait of a religious education program

This is a portrait of the religious education program at the Unitarian Universalist Church of Palo Alto (UUCPA), where I am the Associate Minister of Religious Education. While I focus on religious education for children and youth in this portrait, I also look briefly at religious education for adults.

While this is way longer than the average blog post, nevertheless I thought some of you might be interested in reading this portrait — both to see what another religious education program looks like, and as an example of one approach to describing religious education programs. I wrote this portrait based on questions asked by Dr. Mark Hicks for the course “Religious education in a changing world.” Continue reading “Portrait of a religious education program”

How to take your Sunday school back to the year 29

Every couple of years, we run a five-week Sunday school program called “Judean Village,” in which we travel back to the year 29 to be in a predominantly Jewish village in the Roman-controlled territory of Judea.

The Judean Village program has us travel back in time during Sunday school. We gather in the village square, where the artisans and shopkeepers of the village (i.e., the Sunday school teachers) exchange gossip and rumors — gossip about what the hated tax collector has been up to this week, what the Roman overlords are doing, etc. — and rumors about the wandering rabbi named Jesus of Nazareth who is rumored to actually sit down to share meals with tax collectors (horrors!), who is rumored to be healing people and even raising them from the dead, and who may or may not be planning a revolution that will drive the Romans out of Judea and reestablish Jewish rule. The artisans and shopkeepers are all wearing long tunics with rope belts and head cloths (available from www.christiancostumes.com). We supplemented the costumes we purchased with ones made by volunteers in the program.

The village song leader comes by, and teaches the villagers a song: Continue reading “How to take your Sunday school back to the year 29”

Why we still need OWL

Every once in a while, I hear someone say that we Unitarian Universalists don’t need the Our Whole Lives (OWL) comprehensive sexuality education curriculum because “we live in a progressive community, and our kids can get adequate sexuality education in the public schools.”

However, a recent controversy in the relatively progressive communities of Los Altos and Mountain View show that school systems are always subject to the pressure of popular opinion and loud voices in the community. Recently, the student newspaper at Mountain View High School (which also serves Los Altos) ran a spread on sex and relationships that aimed to supplement and fill out what is not taught in health classes — and some very vocal parents objected:

The paper recently ran a two-page feature, “Sex & Relationships,” including the piece “What they teach you in health and what you really need to know.” The article upset many parents, who attended the Feb. 11 Mountain View Los Altos Union High School District board meeting to voice their objections.

Mountain View High parent Nathan Sandland described the article as “too forward” and said it “counteracts parental advice.”…

Daniel Ledesma, whose four children are not yet in high school, said he was concerned with the content being “too explicit” and that he didn’t want his children exposed to it.

“It sends the wrong message,” he said. “It approves sex before marriage.”

Superintendent Barry Groves acknowledged that the article contained content that should not have been published and apologized for it.

— “Parents sound off over Mountain View High newspaper content,” Los Altos Crier, 27 Feb. 2013

My read on this is that the opposition is religious in nature — the key quote above is “It approves sex before marriage.” Of course we Unitarian Universalists would like to see sex happen within committed relationships, but since gays and lesbians can’t get married in this state marriage is not an option for them. Those who demand that people have to be married before they have sex is probably against same sex marriage, and that kind of attitude is typically linked with conservative religion.

Since that article, the school board and superintendent have had to backtrack. Fortunately, California has laws in place that protect student journalists:

As objectionable as the articles may have been to some parents, there is little school officials can do to prevent the Oracle from publishing such articles in the future, according Adam Goldstein, attorney advocate for the Student Press Law Center.

“Very, very little can be censored in California,” Goldstein said, explaining that while the Supreme Court precedent set in the 1988 case “Hazelwood v. Kuhlmeier,” dictates that districts can censor school publications, laws have since been passed in the state which supersede that ruling. The only way a school administration could legally exercise prior restraint on an article in a student newspaper, Goldstein said, would be if that article incited students to act in way that presented a “clear and present danger” to the operations of the school, or if the articles were defamatory, libelous or obscene.

While Robinson and other parents have said that they felt certain articles printed in The Oracle met the criteria for obscenity, Beare pointed out that U.S. courts have had trouble defining exactly what “obscenity” means.

There is a good reason behind California’s strong legal protections for journalists, no matter their age, Goldstein said. “Whenever you have a question to err on the side of fewer rights or more rights,” he mused, “you always produce better citizens by giving them more rights.”

— “Calmer heads prevail in aftermath of sex discussion: Support for student journalists who wrote controversial articles,” Mountain View Voice, 1 March 2013.

But in this instance, the dissemination of information on sexuality is allowed by protections for student journalists — not because it’s inherently good to give adolescents comprehensive information and education on sex and sexuality. Those protections would not apply in the classroom, and given their initial response, the school board might well give in to any demands made by religious conservative parents who objected to comprehensive sexuality education in the public schools.

This helps explain why we continue to need OWL programs in our congregations, even in relatively progressive communities like Mountain View and Los Altos. Too much pressure can be brought to bear on school boards for us to certain of comprehensive sexuality education in the public schools. Indeed, I would argue that we need to expand our OWL programs so we can offer them at no charge to people outside our congregations — and doing so might be the most important social justice effort we could take on right now.

Timeline of Christian schisms

We’ve been running the “Church across the Street” or “Neighboring Faiths” program for our middle schoolers this year in the Palo Alto church. We’ve been going to different Christian churches all fall and into the winter, and I wanted to come up with a resource that would give our kids at least a general sense of how different Christian groups are related to one another. I finally decided that a timeline might do the job best.

However, as I worked on the project, I realized that most of the churches we visited were Protestant churches. And I realized that I would have to do a general timeline for Christianity, and another timeline (on a smaller time scale) for Protestantism. Below is the first part: a general timeline of Christian schisms and splits, showing the origins of the main Christian groups (including a couple of extinct Christian groups). Since I’m using this with Unitarian Universalist kids, I also placed Unitarians and Universalists on this timeline for reference. Click on the thumbnail to see the full-size PDF:

Timeline of Christianity

Update 2/5/13: The handout above has been updated thanks to your comments and email messages.

The season of waiting

At the Starr King Unitarian Universalist Church in Hayward, California, the director of religious education, Darcy Baxter, and the parish minister, Katie Kandarian-Morris, recorded a series of short video messages that give a Unitarian Universalist response to this question.

Here’s what they did: Darcy got the children at Starr King to write down their thoughts on how to be patient during Advent. The children wrote these thoughts inside cards, the outside face of which they then decorated. Darcy hung these cards on a bulletin board so that they look like an Advent calendar.

Now Darcy and Katie are recording a video for each day of Advent. Each video begins with Darcy reading one child’s suggestion of how to be patient. Katie and Darcy talk briefly about the suggestion, and then Katie reads a prayer or mediation for the day. Each video is only about two minutes long, but taken together they form a sort of video Advent calendar.

My favorite suggestion of how to have patience: clean the house. This is in fact what I do when I am trying to be patient. What a great way to utilize social media to extend the reach of a congregation’s ministries!

Advent reflection for December 6:

Continue reading “The season of waiting”

Transcript of a class

Joe and I have been talking about ways to document what goes on inside Sunday school classrooms. Joe is doing his Ph.D. in education right now, and one thing he has been doing lately is videotaping experienced teachers. Eventually he plans to produce video teaching tools to help new teachers learn how to teach.

This past Sunday, Joe hitched up an audio recorder to me while I was teaching our middle school group about Quakerism, in preparation for a field trip to a Quaker meeting that same morning. I decided to transcribe that audio recording to help me reflect on my teaching — what do I do well, where could I improve? The transcript appears below.

In the transcript, I recorded names of specific young people in the class where I could identify their voices (of course I have used pseudonyms), and one thing I noticed is that of the dozen or so kids in the class that day, most of my direct verbal interaction was with the same half dozen kids. I can hear the other kids talking in the background, but they don’t directly respond to my questions. Thus, one thing that I would like to improve is the number of young people with whom I have direct verbal interactions.

The transcript is long, but if you read through it, I’d love to hear your thoughts. Obviously, a transcript like this does not convey tone of voice and body language, which means you’re missing some of the most important stuff that went on (and that’s why Joe is making videos of teachers). Nevertheless: What do you think I did well? Where could I have improved? Leave your answers in the comments.

Continue reading “Transcript of a class”

Alternative Thanksgiving blessings

What words do you use to say grace at Thanksgiving? Do you use a traditional grace, or are you looking for an alternative blessing for you Thanksgiving dinner? As Unitarian Universalists (UUs), we have lots of options when it comes to saying grace at Thanksgiving.

When I was a UU child, we often had Thanksgiving dinner with my mother’s twin and her family. Our cousins were all older than my sisters and I, and we looked up to them. Both our families were UU families, and one year at Thanksgiving our eldest cousin said she was going to say grace before dinner, using a grace she had heard in her UU congregation’s youth group. My mother and father and aunt and uncle all liked the idea, and told her to go ahead. She had us all join hands, and then said, “Rub-a-dub-dub, thanks for the grub, yay God!” I’m not sure the adults at the table were particularly impressed, but my sisters and I were definitely impressed.

Even if you never say grace at any other time of the year, Thanksgiving is a good time to pause before eating, and give thanks for your food. The challenge for us religious liberals is coming up with pleasing ways to give thanks that don’t rely on traditional Christian theology. My UU friend Craig Schwalenberg adapted this grace from his Lutheran childhood:

Cherished family, friends, and guests,
Let this food to us be blessed.
Bless those people who made this food.
May it feed our work for good.

Another friend of mine, Emma Mitchell, grew up as a Unitarian Universalist, and says her family used to say this for grace (and children got to choose whether to refer to God as “her” or “him”):

God is great, God is good,
Let us thank (her) (him) for our food.

I wrote the following grace to remind us of the interdependent web of existence, including farmworkers and the wider ecosystem (there’s a tune that goes with this, and it’s online here):

Praise workers laboring hard in their fields,
May sun and moon increase their yields,
May the soil be blessed by falling silver rains,
As we offer thanks to Mother Earth again.

What’s your favorite alternative Thanksgiving blessing? UUCPA member Kris Geering writes: “For the pagan-friendly folks, I like this grace (there’s a tune you can sing it to, but it’s good as is):”

Give thanks to the Mother Goddess,
Give thanks to the Father Sun.
Give thanks to the plants and the flowers in the garden
Where the Father and the Mother are one.

Rev. Amy Zucker-Morgenstern, our senior minister at UUCPA, sent in the following grace:

Our family grace is to hold hands and say “Thank you for the food,” in as many languages as are known by people at the table. Common variations include thanks to the farmworkers, truckers, people who invented whatever cuisine it is, Mommy or Mama for cooking, etc.

What about you? what’s your favorite non-traditional Thanksgiving grace?

Cross-posted here.

Education reform and technology

Are today’s young people, immersed in social media and similar technology, qualitatively different from the young people of twenty years ago? Many education reformers argue that young people are indeed different, and that we must reform educational practice so that we can engage them effectively.

However, Joe sent me a link to an online peer-reviewed journal article in which Grinnell Smith of San Jose State University “questions the validity of the claim that technology has changed our children in ways relevant to the way we should structure education” (“A critical look at the role of technology as a transformative agent,” THEN [technology, humanities, education and narrative] Journal, issue no. 8, winter, 2011). Smith begins by challenging the notion that children have been fundamentally changed by technology:

A typical approach to supporting the premise that children have been transformed by technology is not to refer to empirical evidence but rather to drag out a few suitably stunning statistics about the pace of technological breakthroughs or to provide a few overwhelming anecdotes illustrating the comfort of adolescents and young adults with regard to technology in the hope that the reader will leap to the “obvious” conclusion that today’s youth is qualitatively different….

Smith then argues that despite the prevalence of such anecdotes, there is little real evidence that young people are learning differently:

In the large view, rather than the creation of something entirely new, what our latest explosion of technological advances has done for us, by and large, is to provide us with new ways to do the same old things we’ve been doing since we drifted out of the Olduvai Gorge across the Serengeti and fanned out into Europe, Asia and the Americas.

Therefore, Smith says we should be skeptical of claims that today’s young people are all that different from the young people of a generation ago — and we should be skeptical of claims that we need extensive educational reform because of social media and/or other technological innovations.